Griffiths Sarah, Goh Shaun Kok Yew, Norbury Courtenay Fraiser
Psychology and Language Sciences, University College London, London, United Kingdom.
Centre for Research in Child Development, Office of Educational Research, National Institute of Education, Nanyang Technological University, Singapore, Singapore.
PeerJ. 2020 May 12;8:e9118. doi: 10.7717/peerj.9118. eCollection 2020.
The ability to accurately identify and label emotions in the self and others is crucial for successful social interactions and good mental health. In the current study we tested the longitudinal relationship between early language skills and recognition of facial and vocal emotion cues in a representative UK population cohort with diverse language and cognitive skills ( = 369), including a large sample of children that met criteria for Developmental Language Disorder (DLD, = 97). Language skills, but not non-verbal cognitive ability, at age 5-6 predicted emotion recognition at age 10-12. Children that met the criteria for DLD showed a large deficit in recognition of facial and vocal emotion cues. The results highlight the importance of language in supporting identification of emotions from non-verbal cues. Impairments in emotion identification may be one mechanism by which language disorder in early childhood predisposes children to later adverse social and mental health outcomes.
准确识别自己和他人情绪并进行标记的能力，对于成功的社交互动和良好的心理健康至关重要。在当前的研究中，我们在一个具有不同语言和认知技能的英国代表性人群队列（n = 369）中测试了早期语言技能与面部和声音情绪线索识别之间的纵向关系，其中包括大量符合发育性语言障碍（DLD，n = 97）标准的儿童样本。5至6岁时的语言技能而非非语言认知能力，能够预测10至12岁时的情绪识别。符合DLD标准的儿童在面部和声音情绪线索识别方面存在较大缺陷。研究结果凸显了语言在支持从非语言线索中识别情绪方面的重要性。情绪识别障碍可能是幼儿期语言障碍使儿童易患后期不良社会和心理健康结果的一种机制。
